The Five-Day News Survey Course

eighth grade and in college classes to guide stu-· dents in the continuity of the history. On the eighth grade and on the college levels, two types of dramatization have been used successfully. (The writer uses the same devices and techniques in college classes for the purpose of professionalizing the course.) One type, designed as a drill on historical personages, has the Spirit of North Carolina bring these characters from a screen representing an open book and each character gives a brief sketch of his life and work. A secohd type has been to weave leading episodes together in chronological fashion and to dramatize the chief features of each episode. No activity has proved more stimUlating than an exhibit of antiques of every variety gathered from the area represented by the laboratory school. Two girlB, dressed in costumes of fifty and one hundred years ago, acted as hostesses to the visitors from the college, from the community, and from the neighboring schools. The values of this project were manifest in the. enthusiasm with which. the pupils entered into the assembling of the materials and the arranging of the exhibit. As a closing thought for this discussion on teaching of local and state history, a quotation from Henry Johnson's Teaching of seems fitting: History throughout the elementary school should abound in concrete details for visualizing persons, situations, events. In meeting this condition even trivialities by the standard historians may furnish the very touch needed to make the. misty immortals of history really human

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